{"id":15052,"date":"2021-03-19T16:36:41","date_gmt":"2021-03-19T16:36:41","guid":{"rendered":"https:\/\/singteach.nie.edu.sg\/?p=15052"},"modified":"2021-09-02T06:25:35","modified_gmt":"2021-09-02T06:25:35","slug":"issue76-editorialnote","status":"publish","type":"post","link":"https:\/\/singteach.nie.edu.sg\/2021\/03\/19\/issue76-editorialnote\/","title":{"rendered":"ST76 Guest Editor&#8217;s Note"},"content":{"rendered":"<p><img loading=\"lazy\" width=\"200\" height=\"300\" src=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/ST76_Editorial_downsized-200x300.jpg\" alt=\"\" class=\"alignright size-medium wp-image-16095\" srcset=\"https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/ST76_Editorial_downsized-200x300.jpg 200w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/ST76_Editorial_downsized-682x1024.jpg 682w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/ST76_Editorial_downsized-768x1153.jpg 768w, https:\/\/singteach.nie.edu.sg\/wp-content\/uploads\/2021\/03\/ST76_Editorial_downsized.jpg 999w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/p>\n<p><span data-contrast=\"none\">Advances in imaging techniques, behavioural and psychological research enable the integration of <\/span><span data-contrast=\"none\">science of learning\u00a0<\/span><span data-contrast=\"none\">disciplines that investigate human learning. This opens up possibilities for the enhancement, update and eventual\u00a0<\/span><span data-contrast=\"none\">desired\u00a0<\/span><span data-contrast=\"none\">reform of educational theories and practices.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">The field of\u00a0<\/span><span data-contrast=\"none\">science of learning\u00a0<\/span><span data-contrast=\"none\">and its potential contributions to educational research are now more pronounced than before.\u00a0<\/span><span data-contrast=\"none\">For example, insights from educational neuroscience are not only\u00a0<\/span><span data-contrast=\"none\">shedding light on brain mechanisms that underpin cognitive and social learning development<\/span><span data-contrast=\"none\">, but they are a<\/span><span data-contrast=\"none\">lso contributing towards neurobiological\u00a0<\/span><span data-contrast=\"none\">and technology-informed,\u00a0<\/span><span data-contrast=\"none\">evidence-based interventions that are ad<\/span><span data-contrast=\"none\">dressing educational concerns.\u00a0<\/span><span data-contrast=\"none\">To name a few, t<\/span><span data-contrast=\"none\">hese include issues such as i) <\/span><span data-contrast=\"none\">early learning s<\/span><span data-contrast=\"none\">truggles and early intervention; ii) <\/span><span data-contrast=\"none\">challenges that individual differences pose<\/span><span data-contrast=\"none\">; iii) <\/span><span data-contrast=\"none\">effectiveness of educational and<\/span><span data-contrast=\"none\">\u00a0remediation\u00a0<\/span><span data-contrast=\"none\">ap<\/span><span data-contrast=\"none\">proaches to cognitive struggles; and iv) <\/span><span data-contrast=\"none\">widening<\/span><span data-contrast=\"none\">\u00a0possibilities that brain plasticity brings (e.g.<\/span><span data-contrast=\"none\">,<\/span><span data-contrast=\"none\">\u00a0life-long learning).<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">Such a\u202f<\/span><span data-contrast=\"none\">multi-disciplinary<\/span><span data-contrast=\"none\">\u00a0convergence not only carries multiple implications for educational policy but also foregrounds the mutual benefits of the interaction between\u00a0<\/span><span data-contrast=\"none\">fields such as\u00a0<\/span><span data-contrast=\"none\">neuro<\/span><span data-contrast=\"none\">biology\u00a0<\/span><span data-contrast=\"none\">and education, particularly since education may also conceivably offer a naturalistic framework for research on the brain.\u202f<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">At the National Institute of Education<\/span><span data-contrast=\"none\">\u00a0(NIE)<\/span><span data-contrast=\"none\">, we are launching a new<\/span><span data-contrast=\"none\">\u00a0<\/span><span data-contrast=\"none\">Science of Learning in Education\u00a0<\/span><span data-contrast=\"none\">(<\/span><span data-contrast=\"none\">SoLE<\/span><span data-contrast=\"none\">)\u00a0<\/span><span data-contrast=\"none\">centr<\/span><span data-contrast=\"none\">e\u00a0<\/span><span data-contrast=\"none\">that serves to bring together several research disciplines, including neuroscience, cognitive science, psychology, technology and education.\u202fThe\u00a0<\/span><span data-contrast=\"none\">centre<\/span><span data-contrast=\"none\">\u00a0will complement NIE&#8217;s existing education research with state-of-the-art neuroimaging, psychophysiological data capture techniques\u202fand modelling techniques to synthesize research investigations and findings across different disciplines. By driving and translating research that is informed by both educational practices and scientific and systemic knowledge, the\u00a0<\/span><span data-contrast=\"none\">center<\/span><span data-contrast=\"none\">\u00a0aims to optimize the core of human potential:\u00a0<\/span><i><span data-contrast=\"none\">successful human learning.<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">In this issue of\u00a0<\/span><i><span data-contrast=\"none\">SingTeach<\/span><\/i><span data-contrast=\"none\">, we delve into the\u00a0<\/span><i><span data-contrast=\"none\">science<\/span><\/i><span data-contrast=\"none\">\u00a0of how we learn and focus on pedagogical activities that facilitate optimal learning such as physical activity and play in the context of our pervasive post-pandemic technological use. A critical success for translating and implementing evidence-informed practices in classrooms\u00a0<\/span><span data-contrast=\"none\">are\u00a0<\/span><span data-contrast=\"none\">strong<\/span><span data-contrast=\"none\">, dynamic\u00a0<\/span><span data-contrast=\"none\">partnership<\/span><span data-contrast=\"none\">s between\u00a0<\/span><span data-contrast=\"none\">the\u00a0<\/span><i><span data-contrast=\"none\">science<\/span><\/i><span data-contrast=\"none\">\u00a0of what\u00a0<\/span><span data-contrast=\"none\">SoLE<\/span><span data-contrast=\"none\">\u00a0researchers<\/span><span data-contrast=\"none\">\u00a0offer<\/span><span data-contrast=\"none\">\u00a0with\u00a0<\/span><span data-contrast=\"none\">the\u00a0<\/span><i><span data-contrast=\"none\">art<\/span><\/i><span data-contrast=\"none\">\u00a0of pedagogical design inherent with\u00a0<\/span><span data-contrast=\"none\">teachers<\/span><span data-contrast=\"none\">, school leaders, and\u00a0<\/span><span data-contrast=\"none\">education practitioners<\/span><span data-contrast=\"none\">.<\/span><span data-contrast=\"none\">\u00a0In this issue, a school leader shares with us perspectives<\/span><span data-contrast=\"none\">\u00a0from Mind, Brain and Education<\/span><span data-contrast=\"none\">\u00a0and its importance towards our national goals of lifelong learning.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">More importantly this issue also hopes to spark and catalyse the meaningful connections\u00a0<\/span><span data-contrast=\"none\">necessary\u00a0<\/span><span data-contrast=\"none\">between research<\/span><span data-contrast=\"none\">\u00a0and practice\u00a0<\/span><span data-contrast=\"none\">that are at the heart of Science of Learning in Education endeavours<\/span><span data-contrast=\"none\">.<\/span><span data-contrast=\"none\">\u00a0<\/span><span data-contrast=\"none\">We hope that you, as part of the teaching fraternity, will be inspired to\u00a0<\/span><span data-contrast=\"none\">artfully design and\u00a0<\/span><span data-contrast=\"none\">integrate robust and validated scientific evidence into your own teaching and learning,\u00a0<\/span><span data-contrast=\"none\">cohering new possibilities in augmenting the science of how we, successfully, learn.<\/span><\/p>\n<p>Access The Big Idea article of this issue &#8220;<a href=\"https:\/\/singteach.nie.edu.sg\/issue76-breaking-down-the-science-of-how-we-learn\">Breaking Down the Science of How We Learn<\/a>&#8220;.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Advances in imaging techniques, behavioural and psychological research enable the integration of science of learning\u00a0disciplines that investigate human [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":15065,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false,"_links_to":"","_links_to_target":""},"categories":[32,419],"tags":[60,248,286,352,401],"_links":{"self":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/15052"}],"collection":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/comments?post=15052"}],"version-history":[{"count":29,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/15052\/revisions"}],"predecessor-version":[{"id":17257,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/posts\/15052\/revisions\/17257"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/media\/15065"}],"wp:attachment":[{"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/media?parent=15052"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/categories?post=15052"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/singteach.nie.edu.sg\/wp-json\/wp\/v2\/tags?post=15052"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}